Observation/Reflection #1: Starting From the Beginning
How a teacher greets students, takes care of logistics, and begins his or her lessons is CRUCIAL! During this observation, focus on how class begins. Where is your CT before class begins? What is he or she doing? Using the clock on the wall, determine when your CT establishes order and begins class. How did she/he start their lesson? How is homework from the previous night reviewed/collected/assessed? How does your CT engage students during the opening of the lesson? Is the approach your CT used during this lesson consistent with what we have discussed in class during our collaborative lesson planning sessions? (Hop, Skip, & Jump Lab; Bicycle Lab)
Mr. James Bruneau is my CT for my placement in North Kingstown High School. He has a very efficient system to beginning his class. On most days, he is greeting students by name as they walk in, and taking attendance from his computer at the front of the room. Students have a routine in which they retrieve their science notebooks from a cabinet, and answer a question or two in them that he has prepared. The only time when students do not follow this routine is when they have a quiz or test to take. On these days, Mr. Bruneau asks his students to review the material for a few minutes, and then he takes several questions to clear up any last-minute confusion before the assessment begins.
I've found that Mr. Bruneau's routines are highly effective. Greeting students as they walk in helps to establish and build bonds between students and their teacher, which is a practice that most effective teachers participate in. By using a notebook to answer questions, several things are achieved. First, students begin to focus in class immediately and do not become distracted, so less time is wasted. Second, the questions that are asked are designed to active prior knowledge, so students are ready to build on what they already know. When Mr. Bruneau is giving a quiz or a test students are reviewing the material immediately, which also gets them engaged. By answering questions before the assessment he ensures that the students do the best they possibly can. In either case, students always come into class and are immediately engaged, which is essential to an efficient opening of instruction. I will definitely utilize this type of opening when I teach. Although it will take time to check and grade science notebooks, the payoff will be more efficient time spent in the classroom for instruction, because students are engaged almost immediately upon entering the classroom.
Observation/Reflection #1: Starting From the Beginning
How a teacher greets students, takes care of logistics, and begins his or her lessons is CRUCIAL! During this observation, focus on how class begins. Where is your CT before class begins? What is he or she doing? Using the clock on the wall, determine when your CT establishes order and begins class. How did she/he start their lesson? How is homework from the previous night reviewed/collected/assessed? How does your CT engage students during the opening of the lesson? Is the approach your CT used during this lesson consistent with what we have discussed in class during our collaborative lesson planning sessions? (Hop, Skip, & Jump Lab; Bicycle Lab)Mr. James Bruneau is my CT for my placement in North Kingstown High School. He has a very efficient system to beginning his class. On most days, he is greeting students by name as they walk in, and taking attendance from his computer at the front of the room. Students have a routine in which they retrieve their science notebooks from a cabinet, and answer a question or two in them that he has prepared. The only time when students do not follow this routine is when they have a quiz or test to take. On these days, Mr. Bruneau asks his students to review the material for a few minutes, and then he takes several questions to clear up any last-minute confusion before the assessment begins.
I've found that Mr. Bruneau's routines are highly effective. Greeting students as they walk in helps to establish and build bonds between students and their teacher, which is a practice that most effective teachers participate in. By using a notebook to answer questions, several things are achieved. First, students begin to focus in class immediately and do not become distracted, so less time is wasted. Second, the questions that are asked are designed to active prior knowledge, so students are ready to build on what they already know. When Mr. Bruneau is giving a quiz or a test students are reviewing the material immediately, which also gets them engaged. By answering questions before the assessment he ensures that the students do the best they possibly can. In either case, students always come into class and are immediately engaged, which is essential to an efficient opening of instruction. I will definitely utilize this type of opening when I teach. Although it will take time to check and grade science notebooks, the payoff will be more efficient time spent in the classroom for instruction, because students are engaged almost immediately upon entering the classroom.